Effect of Flipped Classroom on Academic Performance and Students’ Satisfaction Regarding Nasogastric Tube Insertion /

Document Type : Original Article

Authors

1 B.SC. Nursing Sciences

2 Professor of Medical Surgical Nursing and Director of Nursing Science Program Menoufia National University

3 Professor of Medical Surgical Nursing , Faculty of Nursing, Menoufia University, Egypt

4 Lecturer of Medical Surgical Nursing, Faculty of Nursing, Menoufia University, Egypt

10.21608/menj.2025.447990

Abstract

Background: Flipped classroom has generated significant concern in nursing education in recent years, particularly in higher education. It can provide an innovative solution to the unmet challenges of traditional classroom. Using video helps students to learn content at their own pace and use their time in the classroom to attack difficult problems. Aim of the study: was to evaluate the effect of flipped classroom on academic performance and students’ satisfaction regarding nasogastric tube insertion Design: A quasi experimental research design (pretest - posttest) was utilized to conduct this study. Setting: The current study was carried out at Technical Institute of Nursing in Shebin El-Kom, Menoufia Governorate, Egypt. Subjects: A consecutive sample of 160 first year nursing students were selected and divided randomly and alternatively into two equal groups: 80 students for each group (study-control). Tools: three tools were used for data collection: Structured interview questionnaire, Nasogastric tube insertion checklist, and the student outcomes survey. Results: More than half of study group (52.5%) versus 10 % of control group had very good level competency in performing nasogastric tube insertion post implementation of flipped or traditional classroom. There was highly significance difference between study and control groups according to their competency level in performing nasogastric tube insertion. The majority of students in the study and control groups (92.5% and 70% respectively) had high level of satisfaction regarding to the teaching methods after implementation of flipped classroom. There were highly significant differences between study and control groups regarding to their total satisfaction with their teaching methods after implementation of flipped classroom. Conclusion: Based on the current study results, it was concluded that: flipped classroom was more effective method that improve academic performance as well as student's satisfaction regarding nasogastric tube insertion compared to traditional method. Recommendation: Increase the nursing student’s awareness about the importance of using flipped classroom which improve academic performance as well as student's satisfaction. Future research is recommended to assess using flipped classroom at various educational stages and extended to other nursing disciplines to determine the effectiveness on students' skill achievements and development and increase generalizability of study.

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